The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching.
- Delineates a framework for NCL sustainability
- Provides an instructional design model for NC
- Describes an original approach to the evaluation of collaborative learning processes
Librarians, information literacy instructors, and other educators who are looking to implement or improve collaborative learning strategies in their institutions.
Technology-enhanced learning and networked collaborative learning; The pedagogical dimension; The e-teacher professional dimension; The instructional design dimension; The evaluation and assessment dimension; Conclusions.
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- © Chandos Publishing 2010
- 20th January 2010
- Chandos Publishing
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This is an informative and well-researched text., Australian Academic and Research Libraries
This book is definitely worth reading for those who are thinking about adopting a technology enhanced learning model., Teaching Theology and Religion